Each year more and more children are born with autism spectrum disorders (ASD), and there is an increasing need for accommodations for their needs. “The future will likely present teachers with even greater numbers of students with learning disabilities” (Gerstle and Walsh 35). With these numbers on the rise, it is important that teachers and the people around them understand their challenges and needs. Children and adults with ASD struggle in many areas. They have difficulty coping with daily activities that most people take for granted. There are variations in the severity of these disorders. Some people are very high functioning and have little to no problems carrying out everyday tasks, as well as completing complex ones. However, many people with ASD suffer from severe forms of the disorder and cannot care for themselves. No matter the severity, people with autism receive support and some form of education, whether it be to take care of themselves, or to become educated and ultimately contribute to society. Those with moderate to high ASD go to school, and some eventually continue their education. Despite each person's specific difficulties, it is still possible to teach them effective writing skills. To teach these individuals proper writing skills, it is critical that educators understand them and know how to teach them. There are many teaching methods that educators can use to meet the specific needs of their students. Children and adults with autism spectrum disorders can still be taught effective writing skills through teacher understanding and cooperation, proven teaching methods, and ongoing support. Informing teachers of the areas in which students with autism spectrum disorder struggle will help them better understand... ... middle of paper ....... 43-197. Print.Luiselli, James K. "Verbal Language and Communication." Educational and behavioral support for children and adults with autism spectrum disorder: a guide for the professional. New York: Oxford UP, 2011. Print.Pennington, Robert C., Melinda Jones Ault, John W. Schuster, Ann Sanders. “Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism.” Outcomes and benefits of assistive technologies 7.1 (2010):24-38. ProQuest. Network. October 24, 2013.Pennington, Robert C., Monica E. Delano. “Writing Instruction for Students with Autism Spectrum Disorders: A Review of the Literature.” Hammill Institute on Disabilities (2012): 158-167. Wise. Network. October 24, 2013.Zager, Dianne, Carol Alpern, Barbara McKeon, Susan Maxam, and Janet Mulvey. Educating college students with autism spectrum disorders. New York: Routledge, 2013. 21-58. Press.